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Cooperative learning and the autonomy of pupils in teaching

Kooperativno učenje i autonomija učenika u nastavi

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1996
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Authors
Ševkušić-Mandić, Slavica
Article (Published version)
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Abstract
All modern education systems aspire to form an autonomous personality, free from external domination, socially responsible. Therefore the desired objectives of education today such as independence, creativity, capability of deciding for oneself, autonomous thought, cognitive flexibility, ability to set and solve problems, have replaced the traditional objectives in education the essence of which was to help children acquire a certain fund of knowledge and to enable them to successfully solve some tests. The methods of cooperative learning, by their structure of study, the type of interactions among pupils, the structure of authority and other elements contribute successfully to the development of the qualities and abilities of the pupils that make a personality autonomous. The cooperative learning should not be only additional to the traditional individual-competitive method of work in teaching, but should make a greater part of context of learning. The first step in the wider appli...cation of these methods in our school practice is the appropriate preparation of teachers.

Težnja svih savremenih obrazovnih sistema je da se formira autonomna ličnost, oslobođena spoljašnje dominacije, socijalno odgovorna. Zato su poželjni ciljevi obrazovanja danas - nezavisnost, kreativnost, sposobnost samostalnog odlučivanja, autonomno mišljenje, kognitivna fleksibilnost, sposobnost rešavanja i postavljanja problema - zamenili tradicionalne obrazovne ciljeve čija je suština bila u tome da se deci pomogne da steknu određeni fond znanja i da se osposobe da uspešno rešavaju određene testove. Metode kooperativnog učenja svojom strukturom cilja učenja, vrstom interakcija među učenicima, strukturom autoriteta i ostalim elementima uspešno doprinose razvoju onih osobina i sposobnosti učenika koje čine autonomnu ličnost. Kooperativno učenje ne bi trebalo da bude samo dopuna tradicionalnom individualno-kompetitivnom načinu rada u nastavi, već bi trebalo da čini veći deo konteksta za učenje. U tom smislu, prvi korak ka široj primeni ovih metoda u našoj školskoj praksi predstavlja ad...ekvatna priprema nastavnika.

Keywords:
cooperative learning / autonomous personality / independent thinking / intrinsic motivation / interpersonal relations / kooperativno učenje / autonomna ličnost / intrinzička motivacija / interpersonalni odnosi
Source:
Nastava i vaspitanje, 1996, 45, 2, 309-318
Publisher:
  • Beograd : Pedagoško društvo Srbije
  • Beograd : Filozofski fakultet - Institut za pedagogiju i andragogiju

ISSN: 0547-3330

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http://ipir.ipisr.org.rs/handle/123456789/32
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  • Radovi istraživača / Researchers’ publications
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IPI
TY  - JOUR
AU  - Ševkušić-Mandić, Slavica
PY  - 1996
UR  - http://ipir.ipisr.org.rs/handle/123456789/32
AB  - All modern education systems aspire to form an autonomous personality, free from external domination, socially responsible. Therefore the desired objectives  of education today such as independence,  creativity,  capability of deciding for oneself, autonomous thought, cognitive flexibility, ability to set and solve problems, have replaced the traditional objectives in education the essence of which was to help children acquire a certain fund of knowledge and to enable them to successfully solve some tests. The methods of cooperative learning, by their structure of study, the type of interactions among pupils, the structure of authority and other elements contribute successfully to the development of the qualities and abilities of the pupils that make a personality autonomous. The cooperative learning should not be only additional to the traditional individual-competitive method of work in teaching, but should make a greater part of context of learning. The first step in the wider application of these methods in our school practice is the appropriate preparation of teachers.
AB  - Težnja svih savremenih obrazovnih sistema je da se formira autonomna ličnost, oslobođena spoljašnje dominacije, socijalno odgovorna. Zato su poželjni ciljevi obrazovanja danas - nezavisnost, kreativnost, sposobnost samostalnog odlučivanja, autonomno mišljenje, kognitivna fleksibilnost, sposobnost rešavanja i postavljanja problema - zamenili tradicionalne obrazovne ciljeve čija je suština bila u tome da se deci pomogne da steknu određeni fond znanja i da se osposobe da uspešno rešavaju određene testove. Metode kooperativnog učenja svojom strukturom cilja učenja, vrstom interakcija među učenicima, strukturom autoriteta i ostalim elementima uspešno doprinose razvoju onih osobina i sposobnosti učenika koje čine autonomnu ličnost. Kooperativno učenje ne bi trebalo da bude samo dopuna tradicionalnom individualno-kompetitivnom načinu rada u nastavi, već bi trebalo da čini veći deo konteksta za učenje. U tom smislu, prvi korak ka široj primeni ovih metoda u našoj školskoj praksi predstavlja adekvatna priprema nastavnika.
PB  - Beograd : Pedagoško društvo Srbije
PB  - Beograd : Filozofski fakultet - Institut za pedagogiju i andragogiju
T2  - Nastava i vaspitanje
T1  - Cooperative learning and the autonomy of pupils in teaching
T1  - Kooperativno učenje i autonomija učenika u nastavi
EP  - 318
IS  - 2
SP  - 309
VL  - 45
UR  - conv_325
ER  - 
@article{
author = "Ševkušić-Mandić, Slavica",
year = "1996",
abstract = "All modern education systems aspire to form an autonomous personality, free from external domination, socially responsible. Therefore the desired objectives  of education today such as independence,  creativity,  capability of deciding for oneself, autonomous thought, cognitive flexibility, ability to set and solve problems, have replaced the traditional objectives in education the essence of which was to help children acquire a certain fund of knowledge and to enable them to successfully solve some tests. The methods of cooperative learning, by their structure of study, the type of interactions among pupils, the structure of authority and other elements contribute successfully to the development of the qualities and abilities of the pupils that make a personality autonomous. The cooperative learning should not be only additional to the traditional individual-competitive method of work in teaching, but should make a greater part of context of learning. The first step in the wider application of these methods in our school practice is the appropriate preparation of teachers., Težnja svih savremenih obrazovnih sistema je da se formira autonomna ličnost, oslobođena spoljašnje dominacije, socijalno odgovorna. Zato su poželjni ciljevi obrazovanja danas - nezavisnost, kreativnost, sposobnost samostalnog odlučivanja, autonomno mišljenje, kognitivna fleksibilnost, sposobnost rešavanja i postavljanja problema - zamenili tradicionalne obrazovne ciljeve čija je suština bila u tome da se deci pomogne da steknu određeni fond znanja i da se osposobe da uspešno rešavaju određene testove. Metode kooperativnog učenja svojom strukturom cilja učenja, vrstom interakcija među učenicima, strukturom autoriteta i ostalim elementima uspešno doprinose razvoju onih osobina i sposobnosti učenika koje čine autonomnu ličnost. Kooperativno učenje ne bi trebalo da bude samo dopuna tradicionalnom individualno-kompetitivnom načinu rada u nastavi, već bi trebalo da čini veći deo konteksta za učenje. U tom smislu, prvi korak ka široj primeni ovih metoda u našoj školskoj praksi predstavlja adekvatna priprema nastavnika.",
publisher = "Beograd : Pedagoško društvo Srbije, Beograd : Filozofski fakultet - Institut za pedagogiju i andragogiju",
journal = "Nastava i vaspitanje",
title = "Cooperative learning and the autonomy of pupils in teaching, Kooperativno učenje i autonomija učenika u nastavi",
pages = "318-309",
number = "2",
volume = "45",
url = "conv_325"
}
Ševkušić-Mandić, S.. (1996). Cooperative learning and the autonomy of pupils in teaching. in Nastava i vaspitanje
Beograd : Pedagoško društvo Srbije., 45(2), 309-318.
conv_325
Ševkušić-Mandić S. Cooperative learning and the autonomy of pupils in teaching. in Nastava i vaspitanje. 1996;45(2):309-318.
conv_325 .
Ševkušić-Mandić, Slavica, "Cooperative learning and the autonomy of pupils in teaching" in Nastava i vaspitanje, 45, no. 2 (1996):309-318,
conv_325 .

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